Bubble-ology
Nanette Darnell & Teri Normandin
| Description |
| Concept Map |
| Assessment Plan |
| Rubric |
| Calendar |
| Lesson Plan 1 |
| Lesson Plan 2 |
| Orientation Video |
| Spring 2008 Projects Home |
| CI5329 Projects Home |
5E Lesson Plan # 1
AUTHORS' NAMES: Teri Normandin and Nanette Darnell
TITLE OF THE LESSON: Bubble Technology
TECHNOLOGY LESSON (circle one): Yes No
DATE OF LESSON: Day 2
LENGTH OF LESSON: 45 minutes
NAME OF COURSE: 6th grade science
SOURCE OF THE LESSON: Lawrence Hall of Science GEMS Guide "Bubble-ology"
TEKS ADDRESSED:
- Science Processes – 6.2 (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; 6.3 (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; 6.4 (A) collect, analyze, and record information using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, timing devices, hot plates, test tubes, safety goggles, spring scales, magnets, balances, microscopes, telescopes, thermometers, calculators, field equipment, compasses, computers, and computer probes
- Science Concepts –6.7 (A) demonstrate that new substances can be made when two or more substances are chemically combined and compare the properties of the new substances to the original substances
CONCEPT STATEMENT:
Bubble solution consists of a gallon of water, a cup of dishwashing soap, and approximately 5 ml of glycerin. The shape of bubbles is spherical due to the elasticity of the ingredients. No mater what size the bubbles, they are always elastic but still fragile. (http://www.exploratorium.edu/ronh/bubbles/bubbles.html)
PERFORMANCE OBJECTIVES:
- SWBAT observe and record the shape and size of the bubbles
- SWBAT investigate and compare objects to use as bubble-makers
- SWBAT create hypotheses about bubble-makers
- SWBAT compare properties of substance when creating bubble solution
RESOURCES:
‡ GEM Guide "Bubble-ology"
‡ 8 oz. Dishwashing soap per group
‡ 1 gallon container per group
‡ Water
‡ Glycerin
‡ 1 Graduated cylinder per group
‡ 1 Eyedropper per group
‡ 1 Measuring cup per group
‡ 10 different bubble-makers
‡ 1 metal pie pan per group
‡ Newspapers
SAFETY CONSIDERATIONS: There are no safety concerns
SUPLEMENTARY MATERIALS, HANDOUTS: There are no handouts
| Engagement |
Time: ____5 min____ |
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| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| Two days before the experiment ask students to bring in materials that would be possible bubble-makers. |
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| Exploration |
Time: _____15 min___ |
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| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| Write directions for experiment on the board.
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| Explanation |
Time: __5 min____ |
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| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| Ask each group to present their experiment. |
1. What is working as a bubble-maker? 2. What sizes are the bubbles? 3. What shapes are the bubbles? |
1. Ring, straw, rubber bands, or strainer 2. All different sizes 3. Circle, sphere, round |
| Elaboration |
Time: ___15 min____ |
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| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| Engage the students in group discussion about the ingredients of the solution. |
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| Evaluation |
Time: __5 min____ |
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| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| Assess students by overall presentation and participation |
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